Spring Course Descriptions

To view the course description, click on the title.

CHFS 4005 advanced, liberal
Instructor: Dr. Debra Kram-Fernandez

This course focuses on the theory and practice of cognitive and behavioral interventions in human services. This course will examine several common problems that effect children, adolescents, and adults, and students will learn techniques and skills to address these problems. Students will also learn about the cognitive concept of “schema” in cognitive theory; and how this relates to issues of power and privilege. A schema lens can deepen our understanding of how we maintain stratification, power, and oppression, and invite an exploration of cognitive strategies for addressing social problems. This course aligns with the Community and Human Services area of study guidelines for Skills and Diversity.

Meets SUNY General Education requirements?
no

DISB 2005 introductory, liberal
Instructor: Dr. Debra Kram-Fernandez

Children who are diagnosed with autism spectrum disorders (autism, pervasive developmental disorder, and Asperger’s syndrome) have reported experiencing the world differently than children in the general population. Social skills deficits, sensory and communication issues, and stereotypic behaviors that can cause alienation from peers, put these young people at risk of falling behind their peers in social, cognitive and emotional achievements. The purpose of this course is threefold: First, to understand the needs of young people with traits of autism spectrum disorders, (how are they diagnosed? What are theories of causation? What do symptoms look like? What are goals of treatment or intervention)? Second, what are the healing elements of art therapy, and what does the literature say about the effectiveness of art and art therapy for children with these disorders? Third, what are some techniques that students can add to their repertoire of ways of engaging and assisting these young people This course is aligned with the Community and Human Services Area of Study guidelines for Knowledge of Service Delivery, Skills, and Diversity.

Meets SUNY General Education requirements?
no

CUST 3996 advanced, liberal
Instructor: Stacy Gallagher, J.D.

Students will explore religious and spiritual belief, development, and practice from infancy to elderhood as part of traditional religions and personal spirituality.

Meets SUNY General Education requirements?
no

HUSV 4030 advanced, liberal 
Instructor: Dr. Anamaria Ross

The purpose of this course is to survey codified professional, legal, and ethical issues in community and human services. This course is aligned with the Community and Human Services Area of Study guidelines for Ethics and Application and Integration. This course is aligned with the BS in Addiction Studies program guidelines for Ethics.

Meets SUNY General Education requirements?
no

HLAD 3127 advanced, liberal
Instructor: Dr. Anamaria Ross

This course examines infections and epidemics from an interdisciplinary perspective, which draws upon community health, medical anthropology, evolutionary medicine, epidemiology, and other approaches. Learning activities will examine biological and cultural factors responsible for changing risk patterns, the epidemiologic transition associated with industrialization, and the rise of antibiotic and viral resistance. Students will have opportunities to explore individual, local and global links between infections and inequalities and to consider the impact of sociocultural, environmental and political changes on disease patterns, along with other topics of interest to the student, such as specific diseases, epidemics or therapies, old and new. This course meets the Community and Human Service Area of Study Guidelines for Knowledge of Human Behavior and Diversity.

Meets  SUNY General Education requirements?
no

PHIL 3010 advanced, liberal
Instructor: Bhuwan Onta

The purpose of this course is to facilitate the development of comprehensive understanding of meditation and mindfulness practice. We will explore scientific, theoretical, and practical aspects of meditation by studying interdisciplinary and multicultural ways of understanding the mind and human consciousness along with some traditional meditation practices. We will also examine the history and philosophy of meditation and assess the evidence for how and why these practices can enhance well-being, self-care skills, and genuine compassion for others.

Meets Gen Ed requirements?
no

THEA 3041 advanced, liberal
Instructor: Dr. Lucy Winner

We will explore ways in which tools of theatre have and can help people to grapple with specific health challenges and the broader health of their communities. We will look at theatre both on stage and in non-traditional venues. We will examine international examples of applied theatre: engaged participatory theatre as a method to foster social change and critical education in a variety of health contexts. These include theatre for health education and prevention, such as responses to the AIDS pandemic, health in refugee settings, in the field of aging and dementia care, in women's health, and regarding issues of gender inequality. We will also look at on-stage theatre that represents and responds to specific health situations such as the Federal Theatre Project's Spirochete (syphilis) in the 1930s, Tony Kushner's Angels in America (HIV/AIDS), and Robbie McCauley's one-person show, Sugar (diabetes). Finally, we will examine contemporary theatrical responses, both on and off stage, to the global pandemic of COVID 19.

Meets SUNY General Education requirements? 
yes, arts

COMW 3996 advanced, liberal
Instructor: Dr. Elaine Handley

Using personal and expressive writing as a wellness tool has been scientifically proven to enhance people’s health and resilience. Using the method and protocol discovered by psychologist James Pennebaker, students will learn how to employ writing as a means of bringing closure to painful memories and recall experiences from a more positive perspective. Students will experience transactional, poetic, storytelling, affirmative and legacy writing as a means of transforming life experience to get beyond emotional turmoil from life experiences. By the conclusion of the course, students will learn how to take expressive writing and shape, revise and polish it into writing ready for readers. In this course students will gain experience with using writing as a useful life tool, hopefully heal from difficult experiences, gain new perspectives about themselves and their lives, and learn how to craft raw writing into a work that is audience ready.

Meets SUNY General Education requirements?
no

 

For Further Information Contact:

Lori McCaffrey
Collegewide Residency Coordinator

Lori.McCaffrey@esc.edu